Course Description: This course will cover all human body systems.Laboratory investigations and dissections will be an integral part of the course.Students will apply knowledge of the human body to medical, microbiological, and forensic scenarios through case studies.
Textbooks and required materials:
All students must maintain a one inch binder with lined paper or a notebook with a folder for handouts. Students must bring a pen or pencil to every class.
In lieu of a text book, handouts and online resources will be provided to students.
Grading Policy: A student’s grade will be composed of grades in 5 areas: Classwork/Homework Notebook, Lab Reports, Tests/Quizzes, Projects, and Participation. In order to pass each quarter, students must earn a passing grade (65%) in each of the five areas.
Makeup work will be provided for students who have excused absences only. Work that is submitted on time may be revised for a better grade. Students may ask for an extension once each quarter. All other late work will receive a zero.
Plagiarism or cheating will result in a failing grade. A student’s work should always be their own ideas, written in their own words.
Classroom Conduct: Attendance According to the LHS policy, any student with four absences in Semester 1 or five absences in Semester 2 will be required to attend Extended Learning in order to receive credit for the course.
I will generally take attendance within one minute of the bell. However, if tardiness is a problem I will take attendance at the bell. Likewise, all students must remain in their seats until the bell rings.
AWOL or “skipping class” and tardiness to school may result in an automatic “level 2” or office detention.Any time a student leaves the class without permission or does not attend class when able to do so – it will be considered AWOL.
Materials, furniture, or supplies: Students may not adjust or move furniture without permission. This includes desks, chairs, windows, and window shades. Students may not enter the lab area or use the computers without permission. Students may never enter the “prep room.” Students should treat the materials with care. Any student who steals or breaks supplies will receive a “level 2” detention AND be responsible for its replacement.
When there is a substitute teacher: I will leave work and instructions. If you do not complete the work and return it to the substitute OR to me the next time I see you – I will assume you were misbehaving or skipping class.
Content:
Unit 1: Organization and Biochemistry
Learning Outcomes
Students will express how body parts are related spatially. They will use scientific terms to explain how body systems relate in terms of tissues and cells.
Students will review cell processes that are important to all body systems.
Students will describe the structures and functions of the digestive system and the molecular structure of nutrients found in food. Students will review the chemistry of living things.
They will describe nutritional and eating disorders as well as healthy eating patterns.
Assessment/Success Criteria Students will also take a quiz on relationships and biochemistry/digestion. Relevant Content Standards Broad Concept: There is a relationship between the organization of cells into tissues, and tissues into organs. The structure and function of organs determine their relationships within body systems of an organism. 1.1Recognize that biological organisms are composed primarily of very few elements.The six most common are C, H, N, O, P, S. 1.2Describe the basic molecular structures and primary functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). 1.3Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, which have an effect on enzymes. 2.1 Relate cell parts to their functions. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, and active transport). 4.1 Explain generally how the digestive system (mouth, pharynx, esophagus, stomach, small and large intestines, rectum) converts macromolecules from food into smaller molecules that can be used by cells for energy and for repair and growth. SIS1: Observe the world from a scientific perspective.
SIS2: Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration (if required), technique, maintenance, and storage. Performance Standards Students will demonstrate proper technique when dissecting.
Students will use a compound microscope correctly.
Students will demonstrate safe use of chemicals.
Students will write a lab report in proper format. Performance Tasks Students will dissect a chicken’s wing and examine the tissues and structures that result in the form and function.
Students will demonstrate how enzymes break down the lactose in milk and test various foods for (organic molecules) composition.
Unit 2: Movement and Form
Learning Outcomes
Students will describe the structures and functions of the skeletal and muscular systems.
Students will describe diseases and injuries that affect the muscles and bones, including osteoporosis, arthritis, muscular dystrophy, fractures, and muscle injuries.
Students will study the limbs and joints in detail. They will describe how joints are adapted to perform specific functions.
Students will apply knowledge of the skeletal system to cases involving anthropological identification of remains.
Assessment/Success Criteria Students will study the hand and forearm in depth, draw or photograph a hand performing an action, and describe how the hand is adapted to its functions.
Students will take a quiz on the muscular and skeletal systems. Relevant Content Standards 4.4 Explain how the muscular/skeletal system (skeletal, smooth and cardiac muscle, bones, cartilage, ligaments, tendons) works with other systems to support and allow for movement. Recognize that bones produce both red and white blood cells. Performance Standards Students will choose appropriate sources for a research project and cite sources correctly.
Students will demonstrate proper technique when dissecting.
Students will solve problems (anthropology) using knowledge and skills from class. Performance Tasks Students will dissect frogs and identify the major muscles in the frog’s body. They will observe and identify muscle and bone cells of various types using a microscope.
Students will solve a case based on anthropological evidence.
Students will begin a research project related to exercise and nutrition that involves educating their peers.
Unit 3: Transport
Learning Outcomes
Students will describe the structures and functions of the circulatory and respiratory systems. They will identify behaviors that may affect the health of the heart or lungs.
Students will also study the cellular processes that utilize nutrients and oxygen in depth. Students will investigate how the body responds to stress in order to maintain homeostasis.
Assessment/Success Criteria Students will take quizzes on digestion and the circulatory and respiratory systems.
Students will also take a midterm exam in Anatomy. Relevant Content Standards 4.2 Explain how the circulatory system (heart, arteries, veins, capillaries, red blood cells) transports nutrients and oxygen to cells and removes cell wastes.
4.3 Explain how the respiratory system (nose, pharynx, larynx, trachea, lungs, alveoli) provides exchange of oxygen and carbon dioxide. 4.7Recognize that the body’s systems interact to maintain homeostasis. Describe the basic function of a physiological feedback loop. Performance Standards Students will demonstrate proper technique when dissecting.
Students will write a lab report in proper format.
Students will design an investigation to answer a question (related to exercise physiology). Performance Tasks Students will dissect a sheep’s heart and identify the important structures.
Students will measure their own breath capacity, pulse, and blood pressure.
Unit 4: Senses and Response
Learning Outcomes
Students will study the structures and functions of the integumentary and nervous systems. Students will describe the biochemicals produced by the body that control emotion.
Students will explain how sound, light, and other elements of our environment are perceived by the body.
Assessment/Success Criteria Students will take a quiz on senses and response.
Students will study the senses in depth, draw or photograph a person sensing their environment including the anatomy of the sensory organ. Relevant Content Standards 4.4Explain how the nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates communication between different parts of the body and the body’s interactions with the environment. Identify the basic unit of the nervous system, the neuron, and explain generally how it works. 4.5Recognize that communication between cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells produce signals to communicate only with nearby cells. Performance Standards Students will demonstrate proper technique when dissecting.
Students will choose appropriate sources for a research project and cite sources correctly. Performance Tasks Students will dissect a sheep’s eye and brain and identify the important structures of each. Students will observe and describe nerve tissue as seen through a microscope.
Students will begin a research project on a risky behavior that includes educating their peers.
Unit 5: Reproductive and Urinary
Learning Outcomes
Students will study the structures and functions of the reproductive and urinary systems. Students will identify the components that indicate healthy urine.
Students will describe the biochemicals produced by the body that control sexual development and pregnancy.
Assessment/Success Criteria Students will take quizzes on the reproductive and urinary systems. Relevant Content Standards 4.6Recognize that the sexual reproductive system allows organisms to produce offspring that receive half of their genetic information from their mother and half from their father and that sexually produced offspring resemble, but are not identical to, either of their parents. 4.2 Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the excretory function of removing waste from the blood. Recognize that kidneys remove nitrogenous wastes, and the liver removes many toxic compounds from blood. Performance Standards Students will solve problems (urinalysis) using knowledge and skills from class.
Students will write a lab report in proper format. Performance Tasks Students will test simulated urine to determine whether the urine is healthy.
Unit 6: Blood and Microbiology
Learning Outcomes
Students will study the composition of blood and lymph and the characteristics of bacteria and viruses.
Assessment/Success Criteria Students will take quizzes on blood and microbiology.
Students will also take a final exam in Anatomy. Relevant Content Standards 4.2 Explain how the circulatory system (red blood cells) transports nutrients and oxygen to cells and removes cell wastes.
2.2 Compare and contrast, at the cellular level, prokaryotes and eukaryotes (general structures and degrees of complexity).
2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction. Performance Standards Students will write a lab report in proper format.
Students will design an investigation to answer a question (related to microbiology).
Students will demonstrate proper technique when dissecting. Performance Tasks Students will examine the characteristics of a bacteria culture to identify the colony present.
Students will also complete a culminating investigation that involves identifying the organs of a fetal pig.
Performing and Fine Arts High School
Teacher Name: Ms. Marcoux
Grade Level: 11-12
Prerequisite Courses: Taken biology and chemistry.
Room Number: E405
Period: 6,7
Credits: 2.5
This course will cover all human body systems. Laboratory investigations and dissections will be an integral part of the course. Students will apply knowledge of the human body to medical, microbiological, and forensic scenarios through case studies.
All students must maintain a one inch binder with lined paper or a notebook with a folder for handouts. Students must bring a pen or pencil to every class.
In lieu of a text book, handouts and online resources will be provided to students.
A student’s grade will be composed of grades in 5 areas: Classwork/Homework Notebook, Lab Reports, Tests/Quizzes, Projects, and Participation. In order to pass each quarter, students must earn a passing grade (65%) in each of the five areas.
Makeup work will be provided for students who have excused absences only. Work that is submitted on time may be revised for a better grade. Students may ask for an extension once each quarter. All other late work will receive a zero.
Plagiarism or cheating will result in a failing grade. A student’s work should always be their own ideas, written in their own words.
Extra help: 8-8:30, 3:07–3:45 most days.
mmarcoux@lawrence.k12.ma.us or ext. 39109
http://pfascience.wikispaces.com
Attendance
According to the LHS policy, any student with four absences in Semester 1 or five absences in Semester 2 will be required to attend Extended Learning in order to receive credit for the course.
I will generally take attendance within one minute of the bell. However, if tardiness is a problem I will take attendance at the bell. Likewise, all students must remain in their seats until the bell rings.
AWOL or “skipping class” and tardiness to school may result in an automatic “level 2” or office detention. Any time a student leaves the class without permission or does not attend class when able to do so – it will be considered AWOL.
Materials, furniture, or supplies:
Students may not adjust or move furniture without permission. This includes desks, chairs, windows, and window shades. Students may not enter the lab area or use the computers without permission. Students may never enter the “prep room.” Students should treat the materials with care. Any student who steals or breaks supplies will receive a “level 2” detention AND be responsible for its replacement.
When there is a substitute teacher:
I will leave work and instructions. If you do not complete the work and return it to the substitute OR to me the next time I see you – I will assume you were misbehaving or skipping class.
Organization and Biochemistry
- Students will express how body parts are related spatially. They will use scientific terms to explain how body systems relate in terms of tissues and cells.
- Students will review cell processes that are important to all body systems.
- Students will describe the structures and functions of the digestive system and the molecular structure of nutrients found in food. Students will review the chemistry of living things.
- They will describe nutritional and eating disorders as well as healthy eating patterns.
Assessment/Success CriteriaStudents will also take a quiz on relationships and biochemistry/digestion.
Relevant Content Standards
Broad Concept: There is a relationship between the organization of cells into tissues, and tissues into organs. The structure and function of organs determine their relationships within body systems of an organism.
1.1 Recognize that biological organisms are composed primarily of very few elements. The six most common are C, H, N, O, P, S.
1.2 Describe the basic molecular structures and primary functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids).
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, which have an effect on enzymes.
2.1 Relate cell parts to their functions. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, and active transport).
4.1 Explain generally how the digestive system (mouth, pharynx, esophagus, stomach, small and large intestines, rectum) converts macromolecules from food into smaller molecules that can be used by cells for energy and for repair and growth.
SIS1: Observe the world from a scientific perspective.
SIS2: Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration (if required), technique, maintenance, and storage.
Performance Standards
Students will demonstrate proper technique when dissecting.
Students will use a compound microscope correctly.
Students will demonstrate safe use of chemicals.
Students will write a lab report in proper format.
Performance Tasks
Students will dissect a chicken’s wing and examine the tissues and structures that result in the form and function.
Students will demonstrate how enzymes break down the lactose in milk and test various foods for (organic molecules) composition.
Movement and Form
- Students will describe the structures and functions of the skeletal and muscular systems.
- Students will describe diseases and injuries that affect the muscles and bones, including osteoporosis, arthritis, muscular dystrophy, fractures, and muscle injuries.
- Students will study the limbs and joints in detail. They will describe how joints are adapted to perform specific functions.
- Students will apply knowledge of the skeletal system to cases involving anthropological identification of remains.
Assessment/Success CriteriaStudents will study the hand and forearm in depth, draw or photograph a hand performing an action, and describe how the hand is adapted to its functions.
Students will take a quiz on the muscular and skeletal systems.
Relevant Content Standards
4.4 Explain how the muscular/skeletal system (skeletal, smooth and cardiac muscle, bones, cartilage, ligaments, tendons) works with other systems to support and allow for movement. Recognize that bones produce both red and white blood cells.
Performance Standards
Students will choose appropriate sources for a research project and cite sources correctly.
Students will demonstrate proper technique when dissecting.
Students will solve problems (anthropology) using knowledge and skills from class.
Performance Tasks
Students will dissect frogs and identify the major muscles in the frog’s body. They will observe and identify muscle and bone cells of various types using a microscope.
Students will solve a case based on anthropological evidence.
Students will begin a research project related to exercise and nutrition that involves educating their peers.
Transport
- Students will describe the structures and functions of the circulatory and respiratory systems. They will identify behaviors that may affect the health of the heart or lungs.
- Students will also study the cellular processes that utilize nutrients and oxygen in depth. Students will investigate how the body responds to stress in order to maintain homeostasis.
Assessment/Success CriteriaStudents will take quizzes on digestion and the circulatory and respiratory systems.
Students will also take a midterm exam in Anatomy.
Relevant Content Standards
4.2 Explain how the circulatory system (heart, arteries, veins, capillaries, red blood cells) transports nutrients and oxygen to cells and removes cell wastes.
4.3 Explain how the respiratory system (nose, pharynx, larynx, trachea, lungs, alveoli) provides exchange of oxygen and carbon dioxide.
4.7 Recognize that the body’s systems interact to maintain homeostasis. Describe the basic function of a physiological feedback loop.
Performance Standards
Students will demonstrate proper technique when dissecting.
Students will write a lab report in proper format.
Students will design an investigation to answer a question (related to exercise physiology).
Performance Tasks
Students will dissect a sheep’s heart and identify the important structures.
Students will measure their own breath capacity, pulse, and blood pressure.
Senses and Response
- Students will study the structures and functions of the integumentary and nervous systems. Students will describe the biochemicals produced by the body that control emotion.
- Students will explain how sound, light, and other elements of our environment are perceived by the body.
Assessment/Success CriteriaStudents will take a quiz on senses and response.
Students will study the senses in depth, draw or photograph a person sensing their environment including the anatomy of the sensory organ.
Relevant Content Standards
4.4 Explain how the nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates communication between different parts of the body and the body’s interactions with the environment. Identify the basic unit of the nervous system, the neuron, and explain generally how it works.
4.5 Recognize that communication between cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells produce signals to communicate only with nearby cells.
Performance Standards
Students will demonstrate proper technique when dissecting.
Students will choose appropriate sources for a research project and cite sources correctly.
Performance Tasks
Students will dissect a sheep’s eye and brain and identify the important structures of each. Students will observe and describe nerve tissue as seen through a microscope.
Students will begin a research project on a risky behavior that includes educating their peers.
Reproductive and Urinary
- Students will study the structures and functions of the reproductive and urinary systems. Students will identify the components that indicate healthy urine.
- Students will describe the biochemicals produced by the body that control sexual development and pregnancy.
Assessment/Success CriteriaStudents will take quizzes on the reproductive and urinary systems.
Relevant Content Standards
4.6 Recognize that the sexual reproductive system allows organisms to produce offspring that receive half of their genetic information from their mother and half from their father and that sexually produced offspring resemble, but are not identical to, either of their parents.
4.2 Describe how the kidneys and the liver are closely associated with the circulatory system as they perform the excretory function of removing waste from the blood. Recognize that kidneys remove nitrogenous wastes, and the liver removes many toxic compounds from blood.
Performance Standards
Students will solve problems (urinalysis) using knowledge and skills from class.
Students will write a lab report in proper format.
Performance Tasks
Students will test simulated urine to determine whether the urine is healthy.
Blood and Microbiology
- Students will study the composition of blood and lymph and the characteristics of bacteria and viruses.
Assessment/Success CriteriaStudents will take quizzes on blood and microbiology.
Students will also take a final exam in Anatomy.
Relevant Content Standards
4.2 Explain how the circulatory system (red blood cells) transports nutrients and oxygen to cells and removes cell wastes.
2.2 Compare and contrast, at the cellular level, prokaryotes and eukaryotes (general structures and degrees of complexity).
2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction.
Performance Standards
Students will write a lab report in proper format.
Students will design an investigation to answer a question (related to microbiology).
Students will demonstrate proper technique when dissecting.
Performance Tasks
Students will examine the characteristics of a bacteria culture to identify the colony present.
Students will also complete a culminating investigation that involves identifying the organs of a fetal pig.